EDP 630 Core Seminar III:Issues and Problems in Organizational Theory, Leadership, and Policy Analysis
Meets: 4:00–6:50 P.M., Wed.
Instructor: Dr. David Byrd
Office: Chafee 706
Work 874-5484 dbyrd@uri.edu
Office Hrs: 3:00 – 4:00 PM Wed., by appointment or after class
Course Description
Issues and problems related to applications of organizational theory, leadership theory, and policy analysis are studied. Core seminar examines cases related to district, state, and/or regional educational offices and agencies. (Seminar) Pre 630, 620, 621.
- Respect other's opinions, be aware of talk time, draw out quiet people
- Push/challenge each other; give constructive criticism
- Usefulness - choose relevant topics
Required Readings
Readings are embedded as attachments by date below.
Course Requirements
During this course students complete a review of research on a topic which has implications for educational policy and decision making. Class time will be spent in the discussion of policy, leadership, research and theory related to educational improvement. Therefore, your knowledge and experiences in education are of major importance in the interpretation and analysis of course reading. Class attendance and participation are important aspects of this class.
Scholarly Paper Assignment
You are to pick a policy issue related to educational policy with implications for educational improvement and write a scholarly paper that is of publishable quality in a peer reviewed journal. This article should have as its core research based inquiry (approximately 5000 words). It is the expectation of this course that you will send the resulting paper to an educational journal for review. The paper will be shared in sections with peer reviewers:
statement describing the problem, question, or objective of your paper e.g., what is the problem, what will happen if nothing is done, what does research tell us about possible solutions, therefore what is your recommendation for action?
second draft
final paper (90%
Weekly assignments
You are asked each week to prepare a question for each weeks speaker(s) along with your rationale for why your question relates to an important policy issue in education (10% Grade)
Each week you will provide an in-class update on progress made toward completion of your scholarly work and meet in teams for peer review and support.
Class attendance and participation.
Week
Topic and Speakers
Week 1
Sept. 10 Grading Education: Getting Accountability Right Keynote by Richard Rothstein, research associate of the Economic Policy Institute and senior fellow of the Chief Justice Earl Warren Institute on Law and Social Policy at the University of California Berkeley School of Law.
Week 2
Sept. 17 The State of Education in Rhode Island A panel discussion moderated by Elisabeth Harrison, Morning Edition host and education reporter for Rhode Island National Public Radio, with Rhode Island public education leaders DeborahGist, Eva-Marie Mancuso, and NPR’s Scott McKay.
Week 3
Sept. 24 The Search for Knowledge Pulitzer Prize-winning author Geraldine Brooks discusses Caleb’s Crossing, the URI Common Reading selection for Fall 2013.
Week 4
Oct. 1 Creating the Opportunity to Learn Diversity Week keynote address by Pedro Noguera, Peter L. Agnew Professor of Education at New York University.
Week 5
Oct. 8 Creating a New Culture for Teaching and Learning International leader in education technology Alan November, cofounder of the Stanford Institute for Educational Leadership and one of Technology and Learning magazine’s 15 most influential thinkers of the decade.
First draft statement describing the problem, question, or objective of your paper e.g., what is the problem, what will happen if nothing is done, what does research tell us about possible solutions, therefore what is your recommendation for action? emailed to peer and dbyrd@uri.edu by Sunday (name_title topic.doc)
Week 6
Oct. 15 (6:30 p.m.) The Reign of Error An interactive conversation with Diane Ravitch, research professor of education at New York University and a historian of education, with special guests from the Providence Student Union.
Week 7
Oct. 22 The Future of Public Higher Education David Bergeron, vice president for postsecondary education, Center for American Progress, and former acting assistant secretary, U.S. Department of Education.
Week 8
Oct. 29 Half the Sky: Turning Oppression into Opportunity for Women Discussion with Sheryl WuDunn, author, business executive, entrepreneur, andPulitzer Prize-winning journalist. Annual Gender and Women’s Studies CarlsonLecture.
Week 9
Nov. 5 What are the Common Core State Standards Expectations? Questions and answers with CCSS writers Susan Pimentel (English language arts)and Doug Sovde (mathematics).
Reminder Draft 2 of paper due Monday draft paper, full references (last name_title topic.doc)
Nov. 12 The State of Our Rhode Island Students Panel discussion moderated by Maureen Moakley, URI professor of political science and political commentator for Rhode Island PBS and Rhode Island NPR, with leaders from the Economic Progress Institute, Rhode Island Kids Count, Council for Exceptional Children, and the URI Veterans Affairs Program.
Week 11
Nov. 20 (Wed.) Elevating All Students Address by Freeman Hrabowski, president, University of Maryland, Baltimore County.
Week 12
Nov. 26 Pathway to Freedom: The University of Rhode Island Talent Development Experience Panel moderated by Edward Givens, assistant directorof Talent Development and Earl N. Smith III, adjunct professor of Africana Studiesand assistant dean of the College of Arts and Sciences.
Week 13
Dec. 3 The Beauty Salon: Aesthetics and Education Radio show with Providence Mayor Angel Taveras.
All Final Papers Due Monday at noon email as attachment todbyrd@uri.edu and peer reviewer(s).
Week 14
Dec. 10 Finnish Lessons: What Can the World Learn from Educational Change in Finland? Distinguished International Visiting Scholar address byPasi Sahlberg, director general of the Centre for International Mobility andCooperation, Helsinki, Finland.
Readings for each speaker by week to prepare for speakers.
Topic(s), Enrichment Readings and Assignment Due Dates
Week 1
9/10
Review syllabus and course requirements.
Wiki space invitation confirmed
Class Contract
Building on positive class experiences what leads to a good class experience and reduces negative experiences. Summarize to form a class contract.
4. Research-Based Options for Education Policy making
http://nepc.colorado.edu/publication/options William J. Mathis January 17, 2013 Section 1: Teacher Evaluation. After reviewing different types of evaluative methods, Mathis points out the importance of using a combination of methods, of including all stakeholders in decision-making about evaluation systems, and of investing in the evaluation system. Section 2: Common Core State Standards. The actual effect of the widespread adoption of the Common Core State Standards will depend less on the standards themselves than on how they are used. Section 3: Preschool Education. Investment in high-quality preschool education is one of the most effective reform strategies. This section details the key elements of such a program, and the supporting research. Section 4: Public Funding of School Choice. The determination of “fair” funding for various school choice approaches requires careful examination and inquiry of the factors outlined in this section. Section 5: Dropout Strategies. Mathis discusses the success of various dropout prevention strategies, and advises policymakers on how best to decrease dropout rates. Section 6: English Language Learners Parent Involvement Section 7: Effective School Expenditures Section 8: 21st Century College and Career Ready Section 9: LGBT Safety Policies Section 10: Detracking
5. Education Policy Issues American Association of School Administrators
1. Example of published EDP 631 paper accepted for publication. E. M. Silva Mangiante, E. M. (2011). Teachers matter: Measures of teacher effectiveness in low-income minority schools. Asse Eval Acc , 23, 41–63.
2. Zoll, S. (in press). Sustainable Practices in Mentoring: Tools to Support Child Outcomes and a Mentoring Protocol in Early Language and Literacy. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field.
First draft statement describing the problem, question, or objective of your paper e.g., what is the problem, what will happen if nothing is done, what does research tell us about possible solutions, therefore what is your recommendation for action? emailed to peer and dbyrd@uri.edu by Sunday (name_title topic.doc)
Getting Teacher Evaluation Right: A Brief for Policymakers American Education Research Association and National Academy of Education
NEPC POLICY MEMO LETTER TO SECRETARY OF EDUCATION ARNE DUNCAN CONCERNING EVALUATION OF TEACHERS AND PRINCIPALS
Carol Corbett Burris, Rockville Centre School District
Kevin G. Welner, University of Colorado at Boulder
1. Evaluating the Impact of Remedial Education in Florida Community Colleges: A Quasi-Experimental Regression Discontinuity Design
Juan Carlos Calcagno
Bridget Terry Long
Reminder Draft 2 of paper due Monday draft paper, full references (last name_title topic.doc)
Email to dbyrd@uri.edu and peer reviewer(s)
Week 10
11/12
1. Karp, M. M., Hughes, K. L. (2008). Supporting college transitions through collaborative programming: A conceptual model for guiding policy. Teachers College Record Volume 110(4), 838–866.
2. Desimone, L., Porter, A., Garet, M., Yoon, K., & Birman, B. (2002). Effects of professional development on teachers’instruction: Results from a three-year longitudinal study, 24(2), 81-112.
1. Yettick, H. (2009). The research that reaches the public: Who produces the educational research mentioned in the news media? Education and the Public Interest Center, University of Colorado at Boulder.
Borman, G.D. (2005) National Efforts to Bring Reform to Scale in High-Poverty Schools: Outcomes and Implications. Review of Research In Education, 29, 1-28
Sanders, W. L. (2000). Value-Added Assessment from student achievement data: Opportunities and hurdles. Journal of Personnel Evaluation in Education, 14, (4); 329-339.
Kupermintz, H. (2003). Teacher effects and teacher effectiveness: A validity investigation of the Tennessee Value Added Assessment System. Educational Evaluation and Policy Analysis, 25(3), 287-298.
Amrein-Beardsley, A. (2008). Methodological Concerns About the Education Value-Added Assessment System. Educational Researcher, Vol. 37 (2), 65–75.
Gijbels, D., Dochy, F., Van den Bossche, P., and Segers, M. (2005) Effects of Problem Based Learning: A Meta-Analysis From the Angle of Assessment. Review of Educational Research, 75 (1), 27-62
McBrien, J.L. (2005) Educational Needs and Barriers for Refugee Students in the United States: A Review of the Literature. Review of Educational Research, 75 (3), 329-364
Lee, J. (2008). Is test-driven external accountability effective? Synthesizing the evidence from cross-state causal-comparative and correlational studies. Review of Educational Research, 78, (3), 608–644.
Sirin, S.R. (2005) Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research. Review of Educational Research, 75 (3), 417-453
Five Myths About American Schools. Washington Post
Newmann, F., Smith, B., Allensworth, E., & Bryk. (2001) Instructional program coherence: What it is and why it should guide school improvement policy. Educational Evaluation and Policy Analysis, 23(4), 297-321.
Meets: 4:00–6:50 P.M., Wed.
Instructor: Dr. David Byrd
Office: Chafee 706
Work 874-5484
dbyrd@uri.edu
Office Hrs: 3:00 – 4:00 PM Wed., by appointment or after class
Course Description
Issues and problems related to applications of organizational theory, leadership theory, and policy analysis are studied. Core seminar examines cases related to district, state, and/or regional educational offices and agencies. (Seminar) Pre 630, 620, 621.
- Respect other's opinions, be aware of talk time, draw out quiet people
- Push/challenge each other; give constructive criticism
- Usefulness - choose relevant topics
Required Readings
Readings are embedded as attachments by date below.
Course Requirements
During this course students complete a review of research on a topic which has implications for educational policy and decision making. Class time will be spent in the discussion of policy, leadership, research and theory related to educational improvement. Therefore, your knowledge and experiences in education are of major importance in the interpretation and analysis of course reading. Class attendance and participation are important aspects of this class.
Scholarly Paper Assignment
You are to pick a policy issue related to educational policy with implications for educational improvement and write a scholarly paper that is of publishable quality in a peer reviewed journal. This article should have as its core research based inquiry (approximately 5000 words). It is the expectation of this course that you will send the resulting paper to an educational journal for review. The paper will be shared in sections with peer reviewers:
Weekly assignments
4
First draft statement describing the problem, question, or objective of your paper e.g., what is the problem, what will happen if nothing is done, what does research tell us about possible solutions, therefore what is your recommendation for action? emailed to peer and dbyrd@uri.edu by Sunday (name_title topic.doc)
Reminder Draft 2 of paper due Monday draft paper, full references (last name_title topic.doc)
Email to dbyrd@uri.eduand peer reviewer(s)
All Final Papers Due Monday at noon email as attachment todbyrd@uri.edu and peer reviewer(s).
Readings for each speaker by week to prepare for speakers.
6_ Ravitch
Topic(s), Enrichment Readings and Assignment Due Dates
9/10
Wiki space invitation confirmed
Class Contract
Building on positive class experiences what leads to a good class experience and reduces negative experiences. Summarize to form a class contract.
9/17
by AASCU
2. Materials on literature reviews
Guidelines for writing a literature review by Helen Mongan-Rallis. Last updated: November 17, 2006
http://www.d.umn.edu/~hrallis/guides/researching/litreview.html
3. Additional Materials on writing dissertation including literature review
4. Research-Based Options for Education Policy making
http://nepc.colorado.edu/publication/optionsWilliam J. Mathis
January 17, 2013
Section 1: Teacher Evaluation. After reviewing different types of evaluative methods, Mathis points out the importance of using a combination of methods, of including all stakeholders in decision-making about evaluation systems, and of investing in the evaluation system.
Section 2: Common Core State Standards. The actual effect of the widespread adoption of the Common Core State Standards will depend less on the standards themselves than on how they are used.
Section 3: Preschool Education. Investment in high-quality preschool education is one of the most effective reform strategies. This section details the key elements of such a program, and the supporting research.
Section 4: Public Funding of School Choice. The determination of “fair” funding for various school choice approaches requires careful examination and inquiry of the factors outlined in this section.
Section 5: Dropout Strategies. Mathis discusses the success of various dropout prevention strategies, and advises policymakers on how best to decrease dropout rates.
Section 6: English Language Learners Parent Involvement
Section 7: Effective School Expenditures
Section 8: 21st Century College and Career Ready
Section 9: LGBT Safety Policies
Section 10: Detracking
5. Education Policy Issues American Association of School Administrators
http://www.aasa.org/content.aspx?id=1221. American's Future Increasing College Readiness
9/24
E. M. Silva Mangiante, E. M. (2011). Teachers matter: Measures of teacher effectiveness in low-income minority schools. Asse Eval Acc , 23, 41–63.
2. Zoll, S. (in press). Sustainable Practices in Mentoring: Tools to Support Child Outcomes and a Mentoring Protocol in Early Language and Literacy. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field.
3. Horizon Report 2012
Smart people doing dumb things — education edition
By Valerie Strauss , Updated: December 25, 2012
http://www.washingtonpost.com/blogs/answer-sheet/wp/2012/12/25/smart-people-doing-dumb-things-education-edition/Beyond Standardized Tests: Investing in a Culture of Learning
10/1
Closing the Talent Gap...Teacher Education
The Bracey Report On the Condition of Public Education, 2009
Gerald Bracey
10/8
Getting Teacher Evaluation Right: A Brief for Policymakers American Education Research Association and National Academy of Education
NEPC POLICY MEMO LETTER TO SECRETARY OF EDUCATION ARNE DUNCAN CONCERNING EVALUATION OF TEACHERS AND PRINCIPALS
Carol Corbett Burris, Rockville Centre School District
Kevin G. Welner, University of Colorado at Boulder
20 Year Hispanic Achievement Gap
10/15
Juan Carlos Calcagno
Bridget Terry Long
How Much Do Public Schools Spend on Teaching?
10/22
http://www.postsecondaryresearch.org/i/a/document/DSBReport.pdf
http://www.postsecondaryresearch.org/i/a/document/DSBExecutiveSummary.pdf
www.PostsecondaryResearch.org
4. Five Myths About American Schools. Washington Post
10/29
1. Education stories that resonated in 2012 — and will matter in 2013
http://www.washingtonpost.com/blogs/answer-sheet/wp/2012/12/31/education-stories-that-resonated-in-2012-and-will-matter-in-2013/11/5
Email to dbyrd@uri.edu and peer reviewer(s)
11/12
2. Desimone, L., Porter, A., Garet, M., Yoon, K., & Birman, B. (2002). Effects of professional development on teachers’instruction: Results from a three-year longitudinal study, 24(2), 81-112.
3.Chicago Teacher Strike what do we want better management gurus
http://tcf.org/work/education/detail/anrig-chicago-teachers-strike-what-do-we-want-better-management-gurus-might/
Wed.
11/20
2. What we did — and didn’t — learn from education research in 2012
http://www.washingtonpost.com/blogs/answer-sheet/wp/2012/12/23/what-we-did-and-didnt-learn-from-education-research-in-2012/3. Michael Fullan on what is school reform
http://www.youtube.com/watch?v=bxjLqHphsVY
4. The Six Secrets of Change, Michael Fullan
http://www.scholastic.com/browse/article.jsp?id=3749561
5. Six Secrets PowerPoint, M. Fullan
11/26
Inequalities at the Starting Line: State Kindergarten Policies
12/3
14
12/10
Richard Arum and Josipa Roksa. Academically Adrift: Limited Learning on a College Campuses
Read an excerpt.
Read review from Insidehighered:
http://www.insidehighered.com/news/2011/01/18/study_finds_large_numbers_of_college_students_don_t_learn_much#.TqKe-tePoAo.mailto
Organizational considerations in establishing the Data-Informed District
Jeffrey C. Wayman , Jo Beth Jimerson & Vincent Cho
What Virginians should know about Teach For America
By Valerie Strauss , Updated: January 4, 2013
http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/01/04/what-virginians-should-know-about-teach-for-america/Worst 8th Grade Math Teacher in NYC
http://www.washingtonpost.com/blogs/answer-sheet/post/meet-the-worst-8th-grade-math-teacher-in-nyc/2012/05/15/gIQArmlbSU_blog.html
Borman, G.D. (2005) National Efforts to Bring Reform to Scale in High-Poverty Schools: Outcomes and Implications. Review of Research In Education, 29, 1-28
Sanders, W. L. (2000). Value-Added Assessment from student achievement data: Opportunities and hurdles. Journal of Personnel Evaluation in Education, 14, (4); 329-339.
Kupermintz, H. (2003). Teacher effects and teacher effectiveness: A validity investigation of the Tennessee Value Added Assessment System. Educational Evaluation and Policy Analysis, 25(3), 287-298.
Amrein-Beardsley, A. (2008). Methodological Concerns About the Education Value-Added Assessment System. Educational Researcher, Vol. 37 (2), 65–75.
Gijbels, D., Dochy, F., Van den Bossche, P., and Segers, M. (2005) Effects of Problem Based Learning: A Meta-Analysis From the Angle of Assessment. Review of Educational Research, 75 (1), 27-62
McBrien, J.L. (2005) Educational Needs and Barriers for Refugee Students in the United States: A Review of the Literature. Review of Educational Research, 75 (3), 329-364
Lee, J. (2008). Is test-driven external accountability effective? Synthesizing the evidence from cross-state causal-comparative and correlational studies. Review of Educational Research, 78, (3), 608–644.
Sirin, S.R. (2005) Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research. Review of Educational Research, 75 (3), 417-453
Five Myths About American Schools. Washington Post
Wayne, A. J. & Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73(1), 89-122.
Newmann, F., Smith, B., Allensworth, E., & Bryk. (2001) Instructional program coherence: What it is and why it should guide school improvement policy. Educational Evaluation and Policy Analysis, 23(4), 297-321.
The Wrong Remedies
http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/01/12/the-wrong-remedies/
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78 (1), 153–189.